COURSE OVERVIEW:

Welcome to the Providing Specialist Positive Behaviour Support to NDIS Participants course. This program is designed for service managers and NDIS-registered Behaviour Support Practitioners who are responsible for the assessment, development, and implementation of behaviour support plans under the National Disability Insurance Scheme (NDIS).

Positive Behaviour Support (PBS) is a person-centred, evidence-informed practice that promotes quality of life, safeguards human rights, and reduces the use of restrictive practices. This course will provide you with the knowledge, regulatory understanding, and practical strategies needed to deliver high-quality, ethical and legally compliant behaviour support within the NDIS framework.

Positive Behaviour Support is grounded in respect, dignity, and inclusion. This course begins by introducing the definition, aims, and core principles of PBS, including proactive, preventative, and function-based approaches. It also explains the statutory role of NDIS-registered Behaviour Support Practitioners and how their practice must align with the values of participant empowerment, choice, and autonomy. Central to this work is the practitioner’s responsibility to uphold safeguarding principles while promoting independence and inclusion, particularly for participants who have complex behavioural support needs.

Working within the NDIS requires in-depth understanding of regulatory frameworks. This section explores the relevant policies, legislation, and standards that guide specialist behaviour support, including the NDIS Rules, Practice Standards, and Code of Conduct. It provides detailed guidance on the compliance requirements for Behaviour Support Practitioners—especially relating to the authorisation, use, and reporting of regulated restrictive practices—and outlines how to operate within the jurisdiction of the NDIS Quality and Safeguards Commission to ensure accountable, ethical service delivery.

Comprehensive assessment is the foundation of all effective PBS planning. This section outlines how to conduct detailed functional behaviour assessments (FBAs), drawing on interviews with stakeholders, direct observations, and analysis of past records. It explains how to identify antecedents, triggers, maintaining factors, and environmental contexts that influence behaviours of concern, and how to use that information to develop meaningful support strategies that respond to the participant’s individual needs.

Once assessment data is gathered, it must be translated into a structured, person-centred Positive Behaviour Support Plan. This section guides Behaviour Support Practitioners through the development of plan components, including setting goals, selecting evidence-based strategies, and embedding proactive and reactive responses. The section emphasises the importance of teaching functional replacement behaviours and creating predictable, supportive environments to improve long-term behavioural outcomes.

Risk must be carefully assessed and managed without compromising participant dignity. This section explains how to apply risk assessment tools within PBS practice, including how to dynamically assess emerging risk while balancing safety, rights, and freedom of choice. It also provides guidance on how to avoid unnecessary use of restrictive practices, and instead implement low-intrusion, positive alternatives that meet duty-of-care obligations while respecting participant autonomy.

Effective PBS planning includes developing specific, measurable, and participant-driven goals. This section explains how to co-design behavioural goals with participants and their informal and formal supports. It introduces SMART goal frameworks tailored to behavioural support, and focuses on creating outcomes that increase inclusion, participation, daily functioning, and skill acquisition. It also ensures that goals are linked to broader life domains and aligned with NDIS plan objectives.

Interim or transitional behaviour support plans are often necessary in urgent or evolving situations. This section explains when and how to implement interim PBS plans, particularly when a regulated restrictive practice is in place but a comprehensive assessment is pending. It outlines how to develop short-term support strategies, meet immediate safety needs, and progressively move toward a fully developed, long-term PBS plan in accordance with NDIS requirements.

Supporting implementation requires building the skills of the participant’s broader support network. This section outlines how to assess training needs of frontline staff, informal carers, and team members. It provides methods for designing accessible training materials, running practical workshops, and evaluating whether staff have acquired the skills necessary to implement PBS plans consistently and confidently.

Ongoing coaching is critical to successful plan implementation. This section introduces in-situ coaching strategies such as modelling best practices, providing real-time feedback, and troubleshooting challenges during direct care. It explains how to foster a culture of reflective practice, problem-solving, and learning within teams, and how to support frontline workers to adapt their approaches while maintaining fidelity to the PBS plan.

Family members and informal supports are central to a participant’s life and behaviour support planning. This section provides strategies for meaningfully involving family and friends in PBS development and delivery. It covers how to deliver training and capacity-building sessions to informal supports, promote generalisation of skills across environments, and help families understand their role in sustaining positive change.

Ongoing monitoring and review are core responsibilities of Behaviour Support Practitioners. This section outlines how to design and use data collection systems that track behaviour frequency, intensity, duration, and context. It explains how to analyse data trends to measure progress, evaluate the effectiveness of interventions, and identify when adjustments to the plan are required. It also covers how to conduct formal plan reviews in accordance with NDIS Commission guidelines.

Behavioural escalation and crisis situations must be anticipated and planned for. This section explores how to identify early warning signs of escalation, implement preventative supports, and develop response protocols that are both effective and respectful. It explains how to link participants to appropriate mental health services or specialist crisis supports, and ensure emergency interventions are documented, reported, and reviewed.

Reducing and eliminating restrictive practices is a core objective of PBS. This section examines how to identify existing restrictive practices, explore alternatives, and embed strategies that reduce reliance on intrusive responses. It also explains the requirements for documenting restrictive practices in behaviour support plans, seeking formal authorisation, and evaluating whether interventions represent the least restrictive, most effective option available.

Delivering PBS in a culturally safe manner is essential for equitable outcomes. This section explores how culture, identity, and communication influence behaviour and support needs. It provides guidance on adapting PBS approaches for Aboriginal and Torres Strait Islander participants, and for those from culturally and linguistically diverse (CALD) backgrounds. The section also reinforces the importance of respecting language, customs, and family structures while avoiding cultural bias in assessment and intervention.

PBS rarely operates in isolation. This section explains how to integrate positive behaviour strategies with other allied health and therapeutic supports such as occupational therapy, speech pathology, psychology, and education. It provides best practices for collaborating with schools, day programs, and service providers to ensure that behavioural interventions are reinforced consistently across all environments and stakeholders.

Accurate documentation is essential for legal compliance and ethical practice. This section outlines how to prepare PBS plans that meet NDIS regulatory and legal standards, maintain confidentiality, and secure informed consent from participants and guardians. It also provides guidance on communicating plan details clearly and respectfully to all relevant stakeholders, including support coordinators, service providers, and family members, to ensure shared understanding and implementation fidelity.

By the end of this course, you will be equipped with the professional expertise, legal awareness, and evidence-based strategies required to deliver high-quality specialist Positive Behaviour Support under the NDIS. Your ability to assess behaviour, develop meaningful plans, coach teams, and uphold participant rights will contribute directly to improved safety, dignity, and inclusion for the people you support.

Each section is complemented with examples to illustrate the concepts and techniques discussed.

LEARNING OUTCOMES:

By the end of this course, you will be able to understand the following topics:

1. Introduction to Specialist Positive Behaviour Support

·       Definition and key principles of positive behaviour support

·       The role of registered Behaviour Support Practitioners under NDIS regulation

·       Understanding participant rights, autonomy and safeguarding

2. NDIS Policy, Legislation and Quality Standards

·       Reviewing the NDIS Rules, Practice Standards and Code of Conduct

·       Compliance with restrictive practice authorisation processes

·       Working within the NDIS Quality and Safeguards Commission framework

3. Advanced Behaviour Assessment Strategies

·       Conducting comprehensive functional behavioural assessments

·       Gathering information through interviews, observations and records

·       Identifying antecedents, functions and contexts of behaviours of concern

4. Formulating Positive Behaviour Support Plans

·       Translating assessment data into structured PBS plan components

·       Selecting evidence‑based strategies tailored to participant needs

·       Embedding proactive, reactive and replacement strategies

5. Risk Management and Ethical Practice

·       Conducting dynamic risk assessments within PBS frameworks

·       Balancing participant safety and rights when managing risk

·       Applying positive behaviour strategies without using restrictive practices

6. Developing Individualised Intervention Goals

·       Co‑designing goals with participants and support networks

·       Creating SMART goals for behaviour change and skill enhancement

·       Prioritising functional outcomes that support inclusion and wellbeing

7. Interim and Transitional Behaviour Support Plans

·       When to initiate interim or transitional plans

·       Designing short‑term strategies pending comprehensive PBS development

·       Monitoring and adjusting interim plans as part of a staged approach

8. Staff Capacity Building and Training

·       Identifying training needs of staff and carers

·       Developing training modules and practice guides

·       Evaluating training effectiveness and ongoing support

9. Coaching Support Staff During Implementation

·       On‑site coaching methods including modelling and feedback

·       Troubleshooting implementation barriers in real time

·       Fostering reflective practice and coaching culture within teams

10. Engaging Informal Supports and Family Training

·       Collaborating with family, friends and informal networks

·       Delivering education and support skill‑development sessions

·       Building capacity to generalise PBS strategies across environments

11. Monitoring and Evaluating PBS Plans

·       Data collection systems for behaviour tracking

·       Analysing data trends to measure plan effectiveness

·       Scheduling formal reviews and making data‑driven updates

12. Crisis Preparation and Supports

·       Identifying early warning indicators and prevention strategies

·       Planning for behavioural escalation and emergency response

·       Linking to specialist crisis and emergency mental health supports

13. Minimising Restrictive Practices

·       Promoting strategies that reduce reliance on restrictive interventions

·       Documenting restrictive practice use consistent with authorisation

·       Evaluating interventions to ensure least restrictive options

14. Cultural Safety and Diversity Considerations

·       Understanding how culture, identity and communication affect PBS

·       Adapting behaviour strategies for Aboriginal and Torres Strait Islander participants

·       Ensuring inclusive practice for culturally and linguistically diverse communities

15. Integrating PBS with Other Therapeutic Supports

·       Coordinating PBS efforts with allied health interventions

·       Collaborating with therapists, educators and community providers

·       Ensuring consistency and reinforcement across care settings

16. Legal and Ethical Documentation Practices

·       Preparing legally compliant PBS documentation

·       Maintaining confidentiality and informed consent

·       Communicating plan details to relevant stakeholders

COURSE DURATION:

The typical duration of this course is approximately 2-3 hours to complete. Your enrolment is Valid for 12 Months. Start anytime and study at your own pace.

ASSESSMENT:

A simple 10-question true or false quiz with Unlimited Submission Attempts.

CERTIFICATION:

Upon course completion, you will receive a customised digital “Certificate of Completion”.